東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Interplay of Identity Formation and ...

Bulfer, Brian Joseph.

Linked to FindBook

Google Book

Amazon

博客來

Interplay of Identity Formation and Artistic Development in the Empowerment of Self-Worth of Three Visual Art Graduate Students With Developmental Dyslexia.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interplay of Identity Formation and Artistic Development in the Empowerment of Self-Worth of Three Visual Art Graduate Students With Developmental Dyslexia./
Author:	Bulfer, Brian Joseph.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	303 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10829416
ISBN:	9780438080041

Interplay of Identity Formation and Artistic Development in the Empowerment of Self-Worth of Three Visual Art Graduate Students With Developmental Dyslexia.
Bulfer, Brian Joseph.

Interplay of Identity Formation and Artistic Development in the Empowerment of Self-Worth of Three Visual Art Graduate Students With Developmental Dyslexia. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 303 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2018.

This item must not be sold to any third party vendors.

Developmental dyslexia is a learning disability caused by neurological differences in language processing, affecting approximately 5-10% of the U.S. population's ability to speak, read and write. Difficulties with literacy within this culture have social and emotional implications that can influence a sense of otherness. Artmaking is a significant form of expression for students with dyslexia during early education, and influences emotional and social development, such as identity formation. There are findings indicating that the development of an artistic identity during adolescence has implications for the continued cognitive, emotional, and social growth during higher education. This multiple-case study examines the educational experiences and artistic practices of three visual art graduate students with dyslexia. Patterns of cognitive and instructional experiences are considered, such as dyslexic characteristics, learning strategies, special assistance, educational environments, subject interests, and artistic identity formation. Emotional and social experiences that contribute to psychosocial development during education are discussed, such as the students' experience realizing their difference from peers, the sense of social otherness, being misunderstood by educators, labeling, harassment, exclusion, and stigmatization. Coping strategies, such as artmaking, are discussed, along with the importance of the sense of social belonging during education. Participants' artistic development is considered in terms of the significance of being an exceptional artist, the arts as an emotional outlet, and their orientation towards figuration during high school and college. In college, participants' artistic development is compared to post-formal patterns of development, such as dualism, multiplicity, relativity, multiple conflicting commitments, and social awareness. Findings show the significance of the visual arts during identity formation and social development, and of participants' ability during college to continue progressing towards their potentials. Implications for ideal educational environments, the full immersion of the visual arts into all classroom subjects, and significance of the arts for self-actualization for dyslexic students are discussed.

ISBN: 9780438080041Subjects--Topical Terms:

547650
Art education.

Interplay of Identity Formation and Artistic Development in the Empowerment of Self-Worth of Three Visual Art Graduate Students With Developmental Dyslexia.
LDR:03441nmm a2200313 4500 001 2206456
005 20190828120139.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438080041
035 $a (MiAaPQ)AAI10829416
035 $a (MiAaPQ)tc.columbia:10837
035 $a AAI10829416
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bulfer, Brian Joseph. $3 3433361
245 1 0 $a Interplay of Identity Formation and Artistic Development in the Empowerment of Self-Worth of Three Visual Art Graduate Students With Developmental Dyslexia.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 303 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Hafeli, Mary;Burton, Judith.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Developmental dyslexia is a learning disability caused by neurological differences in language processing, affecting approximately 5-10% of the U.S. population's ability to speak, read and write. Difficulties with literacy within this culture have social and emotional implications that can influence a sense of otherness. Artmaking is a significant form of expression for students with dyslexia during early education, and influences emotional and social development, such as identity formation. There are findings indicating that the development of an artistic identity during adolescence has implications for the continued cognitive, emotional, and social growth during higher education. This multiple-case study examines the educational experiences and artistic practices of three visual art graduate students with dyslexia. Patterns of cognitive and instructional experiences are considered, such as dyslexic characteristics, learning strategies, special assistance, educational environments, subject interests, and artistic identity formation. Emotional and social experiences that contribute to psychosocial development during education are discussed, such as the students' experience realizing their difference from peers, the sense of social otherness, being misunderstood by educators, labeling, harassment, exclusion, and stigmatization. Coping strategies, such as artmaking, are discussed, along with the importance of the sense of social belonging during education. Participants' artistic development is considered in terms of the significance of being an exceptional artist, the arts as an emotional outlet, and their orientation towards figuration during high school and college. In college, participants' artistic development is compared to post-formal patterns of development, such as dualism, multiplicity, relativity, multiple conflicting commitments, and social awareness. Findings show the significance of the visual arts during identity formation and social development, and of participants' ability during college to continue progressing towards their potentials. Implications for ideal educational environments, the full immersion of the visual arts into all classroom subjects, and significance of the arts for self-actualization for dyslexic students are discussed.
590 $a School code: 0055.
650 4 $a Art education. $3 547650
690 $a 0273
710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $3 2093559
773 0 $t Dissertations Abstracts International $g 79-12A.
790 $a 0055
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10829416